e learning framework
TRANSCRIPT
Ethi
cal
Institut
ional
ResourceSupport
On-line and off-line resources & support
Management
e-Learning
Pedagogical
Evaluati
on
TechnologicalInterfaceD
esign
Learning and teaching issuesInfrastructure, hardware and software Physical layout and navigation Content development and maintenanceAcademic, administrative & student services Ethical considerations in e-learningAssessment of learner, evaluation of learning environment
5. MANAGEMENT5.1 E‑Learning Content Development5.2 E-Learning Maintenance
6. RESOURCE SUPPORT6.1 Online support6.2 Resources
7. ETHICAL7.1 Social and Political Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues
8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services
1. PEDAGOGICAL1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis 1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies
2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software
3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility 3.5 Usability testing
4. EVALUATION4.1 Assessment of learners 4.2 Evaluation of the
instruction & learning environmenthttp://BooksToRead.com/framework/dimensions.htm
Pedagogical Content Audience Goals Medium Design
Organization
Methods
How often is dynamic course content updated?
Pedagogical Content Audience Goals Medium Design
Organization
Methods
• Who are the learners?
Does the institution have adequate information about the learners at a distance?
Pedagogical Content Audience Goals Medium Design
Organization
Methods
Does the course provide clear expectations of what the student is required to do?
Pedagogical Content Audience Goals Medium Design
Organization
Methods
Does the course utilize multimedia attributes of the Internet and digital technologies? - text - audio - video - graphics - other (specify)
Pedagogical Content Audience Goals Medium Design
Organization
Methods
• What is the instructor’s role?
- more facilitative than
didactic- more didactic than
facilitative- a combination of
both
Pedagogical Content Audience Goals Medium Design
Organization
Methods
• Does the course provide a sense of continuity? (e.g., each unit of the lesson builds on the previous unit, etc.)
Pedagogical Content Audience Goals Medium Design
Organization
Methods
• Does the course promote Inside Collaboration by providing a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects with class members?
Technological Infrastructure Planning
Hardware Software
Does the course have personnel who can assist learners to set up for starting the course?
Technological Infrastructure Planning
Hardware Software
Are the hardware requirements for the course clearly stated?
Technological Infrastructure Planning
Hardware Software
Does the course provide links to resources where all necessary software can be downloaded?
Interface DesignPage and Site
DesignContent
DesignNavigationAccessibility Usability
Testing
Do Web pages look good in a variety of Web browsers and devices--in text-based browsers, all recent versions of Internet Explorer and Netscape, and so on.?
Interface DesignPage and Site
DesignContent
DesignNavigationAccessibility Usability
Testing
Does the course follow “one idea per paragraph” rule?
Interface DesignPage and Site
DesignContent
DesignNavigationAccessibility Usability
Testing
Does the course provide structural aids or site map to guide learner’s navigation?
Interface DesignPage and Site
DesignContent
DesignNavigationAccessibility Usability
Testing
Is the course Website designed to be accessible by a wider user population? (Is the course 508 compliant?)
Interface DesignPage and Site
DesignContent
DesignNavigationAccessibility Usability
Testing
How quickly users find answers to the most frequently asked questions on the course site?
Evaluation Assessment
of Learners
Evaluation of Instruction & Learning Environment
Does the course have a mechanism in which a learner can be truly measured and not cheat?
Evaluation Assessment
of Learners
Evaluation of Instruction & Learning Environment
Does the course have a system to accept students’ online evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support
Management Content
Development
Maintenance
Is there a project support site for e‑learning production team?
Management Content
Development
Maintenance
Does the course notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail- announcement page- alert boxes- running footer added to a page- phone call- mail
Resource Support Online Support
Resources
Does the course providetroubleshooting (or expert technical support from specialized staff) assistance or a help line?
Resource Support Online Support
Resources
Does the course provide examples of previous student's work on the Web?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Does the institution have to get approval from any external entities (who can serve as political barriers) to implement e-learning?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Does the course present more than one viewpoint on controversial issues?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Is the course offered to geographically diverse population? If yes ...
Is the course sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Is the course designed to have patience for learners who adapt to individualized distributed learning environment slower than others?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Information accessibility issue must be expressed in terms of digital “haves” and “have nots,” a gap expressed in the term “digital divide.”
Is the digital divide issue considered in designing the e‑learning content?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
• Does the course provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?
EthicalSocial/Political
InfluenceCultural DiversityBiasGeographical
DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
Does the course get students’ permission to post any of the following on the Web?- students’ photographs - students’ projects
InstitutionalAdministrative
AffairsAcademic
AffairsStudent
Services
Is the institution ready to offer online courses?
InstitutionalAdministrative
AffairsAcademic
AffairsStudent
Services
Does the course provide academic quality such as one would expect in a traditional course?
InstitutionalAdministrative
AffairsAcademic
AffairsStudent
Services
Are instructor/tutor and technical staff available during online orientation?